fileadmin/content/projekte/pecc/bilder/pecc/-2.7-pecc-vol.-1.pdf
Amelie: where is that? Emma: go straight on turn left tu- then turn right in the park Amelie: thank you Teacher: okay where is that? Class: where is that? Teacher: look where's [THat?] [((points at her [...] you very much that's okay Teacher: okay one more time ((presses repeat)) CD: pupil's book unit two five dialogue one excuse me please where's the cinema? it's in market street where's that? go straight [...] 450 451 452 453 454 455 456 457 458 459 Class: it's in market street Teacher: where is that? Class: where is that? Teacher: go straight on Class: go straight on Teacher: then turn right at the park Class:
fileadmin/content/projekte/pecc/bilder/pecc/-2.4-pecc-vol.-1.pdf
class)) Class: no Pupil_x: hä? doch oder? Teacher: ((nods)) or you mean that? ((adjusts the time and shows the clock to Lucy)) that? Lucy: ((nods)) Teacher: this time? oh it's quarter to two. Lucy: ((nods)) [...] Class: ((pupils laugh and mumble)) Teacher: okay if you and your partner you think it's okay (-) to do that have a look. ((sets a time and shows it to the class)) you and your partner you say okay [2.4] GS [...] 592 593 594 595 596 597 598 599 600 601 602 603 604 605 606 607 608 609 610 611 612 it's okay to do that you can do it. you can say okay it's ten past twelve. if you don't want to do it you just do it with
fileadmin/content/projekte/pecc/bilder/pecc/-2.10-pecc-vol.-1.pdf
help you? Maria: three green peppers and a kilo of tomatoes please Leon: that's (([tæts])) Pupil_x: that's (([ðæts])) Leon: that's (-) two pounds and sixty-five pence Maria: here you are Leon: sank (([sæŋk])) [...] here you are Matt: ehm and one cucumber Teacher: one cucumber alright Matt: that's it Teacher: oh okay that's it okay ehm that's three pounds forty pence please Matt: here you are Teacher: thank you bye [...] Teacher: and a kilo of tomatoes please Class: and a kilo of tomatoes please Teacher: that's two pound sixty-five pence Class: that's two pound sixty-five pence Teacher: here you are Class: here you are Teacher:
fileadmin/content/projekte/pecc/bilder/pecc/-2.5-pecc-vol.-1.pdf
dogs. Group 1: ((the teacher signals group one that it is their turn again)) oh really? are you never scared? Group 2: ((the teacher signals group two that it is their turn again)) of course i am Group [...] of (-) frogs [and then] [((points again at the pupils on the left side of the class to signal them that it´s their turn))] oh really? are you never scared? and so on okay? we try (--) and then we: (-) swap [...] 298 299 300 301 302 303 304 305 306 ((gets the card)) Carl: give it back. Teacher: okay: i hope now that you can remember our halloween words. ((holds up a picture card showing a mouse)) Class: ((some pupils
fileadmin/content/projekte/pecc/bilder/pecc/-2.8-pecc-vol.-1.pdf
“Mini Monsters” - Small talk: The teacher initiates the small talk by asking some pupils a question that is written on a card and then passes on the question card. Then the pupils ask each other, again passing [...] [on thursday morning mini monsters are so very busy] [((the teacher gestures with her finger to show that the pupils have to turn around))] [turning left and turning right] [((pupils turn left and right))] [...] Teacher: bank Class: bank Teacher: ((shows the next card and pupils raise their hands)) two more okay that's easy amelie Amelie: cinema Teacher: cinema Class: cinema Teacher: ((pins the card to the board))
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the class)) yes good and what's that? i've got a ((silently forms another word with her lips)) Class: ((pupils raise their hands)) Teacher: maja Maja: lemon Teacher: yes that's a lemon ((shows a matching [...] matching picture card to the class)) and what's that? ((silently forms the word with her lips)) Class: ((pupils raise their hands)) Teacher: that's difficult it's a ((silently forms the word with her lips)) paulina [...] ((pupils raise their hands)) Teacher: i've got an- ((silently forms the word with her lips)) what's that? (9.0) andré? André: orange Teacher: yes very good i've got an orange ((shows a matching picture card
fileadmin/content/projekte/pecc/bilder/pecc/limberg-2019-the-primary-english-classroom-corpus-.pdf
Amelie: where is that? Emma: go straight on turn left tu- then turn right in the park Amelie: thank you Teacher: okay where is that? Class: where is that? Teacher: look where's [THat?] [((points at her [...] i'm wearing green shoes Cornelius:ehm (3.0) Teacher: that's right ((thumb up)) that's wrong ((thumb down)) Cornelius:that's wrong Teacher: yes that's wrong it's black and green okay now it's your turn [...] great idea no that's bo[ring] Leo: [no] that's boring Teacher: i think that's boring too okay what abou:t meeting friends zoe? Zoe: e:h yes i do? < oder nein> Teacher: great idea or no that's boring or is
/dansk/forschung/lasse-hemicke
demonstrate that the reception of Schopenhauer’s philosophical pessimism in the various bodies of work can be read as a broader critique of modernity. On this background, this study argues that despite the
fileadmin/content/abteilungen/psychologie/pdf-dateien/vortraege-und-abstracts-ic-1-.pdf
the world. The creator’s intention seems to be that the loss of a greedy human being does not disturb natural life in anyway, but Jeffers fails to see that greedy human beings can indeed disturb life on [...] enough to support basic activities like hunting that helped sustain them. Contrary to men, The women, who did not need to run down prey, had brains that spotted landmarks and made paths between Them left [...] there are chances to revive the social policy agenda. The talk will give insights about possible paths that could lead to the establishment of a proper Social Union. The talk consist of three parts. At the
fileadmin/content/abteilungen/gesundheit/abschlussarbeiten/kohorte-8/abstract-pierre-kaller.pdf
outcome of the study and should be strengthened and expanded by further health promotion measures so that a high level of compliance of workforce can be ensured for new projects.